The Effect of Word Position on Initial Acquisition of Mental Orthographic Images of Novel Words

• Other Authors: Brimo, Danielle (authoraut)
• Format: Others
• Language: English; English
• Published: Florida State University
• Subjects: Communication; Communicative disorders
• Online Access: http://purl.flvc.org/fsu/fd/FSU_migr_etd-3025

Purpose: Reading plays a critical role in ensuring children's academic achievement (Lonigan, Burgess, & Jason, 2000). This investigation focused on the acquisition of mental orthographic images (MOIs). Specifically, it examined word position effects during MOI learning of novel words in typically-developing kindergarten students. Methods: Forty-seven typically-developing, kindergarten students ranging in age from 5-6 years were presented with 12 novel words. MOI acquisition by word position was assessed through a spelling generation task. Results: Words were analyzed based on four word positions and orthotactic and phonotactic probabilities. Analysis revealed that students acquired significantly more MOI information for the onset position over any other word position. In addition, MOI acquisition was greater for words containing graphemes of high orthotactic probability. Conclusion: Young students quickly acquire information from novel written words; this ability is affected by word position. These results, once corroborated, may lead to educational decisions about whether explicit or implicit instruction is required for all written word learning. === A Thesis submitted to the Department of Communication Disorders in partial fulfillment of the requirements for the degree of Master of Science. === Summer Semester, 2008. === July 3, 2008. === Mental Orthographic Images, Reading, Spelling, Word Position === Includes bibliographical references. === Kenn Apel, Professor Directing Thesis; Shurita Thomas-Tate, Committee Member; Lisa Scott, Committee Member.